Learning Activities for SimHealth
After reviewing each software package, we asked the evaluators to design a learning
activity that uses SimHealth.
Learning Ideas by Larry Woodward
- Day 1 (75 minutes)
- Instructor would introduce the computer activity. Demo via overhead projector or monitor screen. Lots of Q & A, including assignment to work on graphs
(3 - 4), outside of class on the game for at least 3 hours.
- Day 2 (5 minutes)
- Progress report from any group who had attempted the game.
- Day 3 - 5 (5 minutes)
- Brief reminder, updates to ensure access to system/software, etc. and that deadline for next stage is Day 6.
- (2 - 3 weeks later)
- Day 6 (75+ minutes)
- Each group discusses their results of their group exercise. Report out to class their respective duration/value of society when game concluded. Why did they succeed or fail in their goals? Analyze from economic perspective the pros and cons of their strategy. Applications to today's issues and health care reform.
Learning Ideas by Myrna Eshelman
I believe I would spend some time (10 minutes) introducing the
topics health care in America and lead the discussion into the
factors involved with regards to policy, politics, money and
health care. Then I would spend about 20 minutes demonstrating
the game. I would get them to select 3 hours of their 40 hours
of clinical experience to return to the information commons to
'play' the game. A guided response that would be completed by
each student to help them apply this information to current
policy.
Learning Ideas by Meta Seltzer
MANAGING HEALTH CARE COSTS
Cost containment in the health care industry is of monumental
concern to all citizens. Nursing students could use the program
to evaluate how their declared values as policy makers would
change the delivery of health care.
SEMESTER PROJECT
Have the class divide into groups and declare either Liberty of
Equality and Community focus or Efficiency. As the semester
continues, the groups would report at weekly intervals ... re:
cost control, benefits, insurance policies; types of managed
care, HMO's, acute care, nursing home costs, etc. Each group
would report on the status of their chosen group philosophy
according the game plan; at the end of 2, 4, 6, 8, and 10 years.
The reports would be oral, allowing each member an opportunity
to stand before the class to develop poise and communication
skills. The group concept lends itself to cooperative learning
and decision making skills needed for nursing. It is important
that students understand that the policies created in Washington
affect their employment opportunities. The insight into the
complexities involved in changing the health care system and how
the ideological beliefs of those in charge of policy making have
a profound effect on the outcome for years to come.
Learning Ideas by Cathee Tankersley
OBJECTIVES:
After playing with the SimHealth model for 80 - 100 minutes, the student will be able to:
- Learn about the computer
- Follow written directions
- Put health care terminology into practice
- Recognize the 'cause and effect' of certain decisions
- See how values affect outcomes
- See how difficult it is to design a health care program that is flawless
- Work as a team member
BACKGROUND:
This summer at Phoenix College, Dorothy Sisneros and I will be
teaching HLP100AA, Orientation to Health Professions, in the
first five week session. Because this class is just what
SimHealth is all about, we have decided to use this new game as
part of class activities.
IMPLEMENTATION:
After reviewing the game and discussing the ways it could be used
in our classroom, we have decided to present it as follows:
- Five class periods previous to the introduction of the program, lectures with glossaries and quizzes will be given to the students that cover terminology necessary to know so as to play the game.
- On the day that is introduced in class, an LCD overhead projector and portable PC will be brought into the classroom so the instructors can tour through the program with the students.
- During that class period:
- Students will be divided into groups of 3 and will choose a name for the group that deals with health care issues, etc.
- Each group will come to consensus on the program's value statement before leaving class and no two groups may have exactly the same values.
- Then the groups will decide among themselves how they will manage this project.
- Following the introduction to SimHealth in the classroom, the groups will be expected to spend time (at least 80 minutes) in the library playing the program and when they have completed the game, they will name it and save it for review by the instructor. The students will write up a report on what they have learned from playing SimHealth.
GRADING:
Instructors will review the results and the report. Grades will
be based on participation and evaluation of written segment.
This project will be worth 100 points - 15% of the grade.
Points will be awarded accordingly:
- Project participation (70 points)
- defining each student's roles
- making decisions
- Written report (30 points)
Learning Ideas by Jesse Chanley, Jr.
The following exercise would be preceded by lecture and reading
material on health care policy.
- Have students complete the first three tutorials.
- Have students explore the game for about an hour.
- While continuing to play the game, the students should address the following questions:
- Excluding the health care policy options, what are the 3 most important variables in this program. Explain why you chose these variables.
- For the 3 variables chosen in part (a), how 'realistic' are they? For example, do the range of values for each variable capture the range of values with which you are familiar?
- Finally, for one of the variables, discuss how the variable relates to other variables in the program. As in the previous question, how 'realistic' is the relationship of your chosen variable with other variables in the program? Be specific.